PBL教育理念在物理光学课程教学过程中的探索与实践

Exploration and Practice of PBL Educational Concept in the Teaching Process of Physical Optics Course

摘要: 在传统物理光学课程教学中存在诸多问题，例如理论较为抽象，难以激起学生的学习兴趣；注重实践而忽视应用，教学的重点脱离了培养学生应用实践能力的初衷等。针对这些问题，在本文中将PBL (Problem-Based Learning，问题式学习)教育理念系统性地应用于物理光学课程的教学改革，首先对目前物理光学课程教学情况进行分析，然后提出基于PBL的物理光学课程体系重构及教学方法改革方案，最后以典型案例说明具体实施步骤，将该模式应用到实际教学工作中，结果表明：PBL教学模式可以很好地激发学生的学习主动性，促进学生开展深度学习，并且可显著提高解决复杂光学工程问题的综合能力以及学生的创新思维能力，取得了良好的教学效果。可以为其他具有较强理论性的专业基础课程提供一定的参考。

Abstract: In traditional teaching of physical optics courses, there exist numerous issues, such as the abstract nature of the theories, which makes it difficult to stimulate students’ interest in learning, and the emphasis on theory over application, which deviates from the original intention of cultivating students’ practical application abilities. To address these problems, this study systematically applies the educational concept of Problem-Based Learning (PBL) to the teaching reform of physical optics courses. First, an analysis of the current teaching situation of physical optics courses is conducted. Then, a restructuring of the physical optics curriculum system based on PBL and a reform plan for teaching methods are proposed. Finally, specific implementation steps are illustrated through typical cases. By applying this model to actual teaching practices, the results show that the PBL teaching model can effectively stimulate students’ initiative in learning, promote deep learning, and significantly enhance their comprehensive ability to solve complex optical engineering problems as well as their innovative thinking skills, achieving positive teaching outcomes. This approach can provide valuable references for other specialized foundational courses with strong theoretical components.